Stuck+in+a+Social+Pyramid

Link to Web based game site. http://richdys.googlepages.com/edu670assignments Richard Dysinger Richard.dysinger@pac.dodea.edu richdys@msn.com || ||
 * ** Stuck in a Social Pyramid  **

Overview

 * Kneel before the Pharaoh, slave. Kneel before his glory. **
 * The above statement is almost a contradiction, a statement that can mean entirely two different things depending upon what vantage you hear it. Such is the inner workings of a social pyramid.  **
 * So how is that a social pyramid truly works within a community of individuals? What makes the inner workings turn? Can one man make a difference or is the difference found in many men? **
 * The focus for //__Stuck in a Social Pyramid__// is to give students the opportunity to endure/revel in the life of different social classes located within the ancient civilization of **** Egypt **** . The goal will be for them to identify the elements of a life lived within a specific social class and its relation to classes either above or below it. The students will then have the opportunity to move upward in a social pyramid, beginning at the very bottom in hopes of reaching the highest summit. **

Instructional Objective

 * From this e-game, students will meet the following learning objectives: **
 * ** Students will define a social pyramid. **
 * ** Students will identify the various levels of a social pyramid in Ancient **** Egypt **** . **
 * ** Students will be able to explain the hierarchy as means of social ranking in Ancient **** Egypt **** . **
 * ** Students will explain how a social pyramid affected the daily lives of an Egyptian. **
 * ** Students will engage in tasks that reinforce elements of Ancient Egyptian knowledge. **
 * ** Students will recognize the role of a social pyramid in the government and political institutions of Ancient **** Egypt **** . **

Curricular Framework (standards-based)

 * SS6b: explain concepts such as role, status, and social class in describing the interactions of individuals and social groups **
 * SS6c: identify major groups and institutions that have played important roles in the development of civilizations **
 * SS6d: analyze examples of tensions between expressions of individuality and social conformity **
 * SK1b: select an appropriate strategy from alternative courses of action, predict consequences, and determine a rational course of action**
 * SS1b: identify roles and responsibilities of citizens throughout history**
 * SS2a: identify the cultural contributions of individuals, groups, and societies**
 * SS2b: explore how information and experiences may be interpreted by people from diverse cultural perspectives**
 * SS2c: explain the interaction of culture and religion.**
 * SS2d: generate alternatives for dealing with social tensions and issues within and across cultures**
 * SS3d: analyze social change resulting from social conflict**
 * SS4a: apply the geographic concepts of location, place, human-environment interactions, movement, and region to the area of study.**
 * SS4b: describe how geographic factors have influenced historical events, patterns of change, and daily life**
 * SS5a: identify how controls and changes imposed by society influence personal growth.**
 * SS5c: describe the conflict between one’s personal values and society’s values**
 * SS5b: describe how regional, ethnic, and national cultures influence individual development**

Learners

 * This game is designed for sixth graders ranging in age from 10-12. The class consists of a diverse collection of students including ESL, LI and TAG students as well as representing many different cultures. The students are active participants in the social studies curriculum which focuses on ancient civilizations and have thoroughly enjoyed the Ancient Egyptian unit. Of particular interest to them was the role of pharaohs and slaves during this time frame. This ties in directly with the notion of social pyramids. **

Context of Use

 * This single player game would primarily be used as both an in school and out of school reinforcement tool. The game would act as a closing activity for students to reinforce what elements of ancient **** Egypt **** they had learned during the preceding unit. In terms of accommodations for use in school, the program itself would need to be cleared by the DOD at a district level to ensure that it is compliant with our computer/network regulations. Likewise, the activity would best be completed individually so access to a mobile lab or a computer lab would be beneficial for it use in the classroom. The instructor could also use a single computer to lead the class through the activity, using group participation strategies to include everyone in the learning process. Students with unique needs would have to have access to additional support such as tutorials or the aid of a paraprofessional. **
 * The game is designed for multiple uses so students may use it repeatedly. Prior to the game, students would complete a curricular unit on ancient **** Egypt **** that would expose them to ideas and information pertaining to the civilization and more specially the social aspects of their society. At the completion of the game, students would debrief in teams to identify strategies that helped them move up the social ranking pyramid. They would also discuss how this game mirrored reality in **** Egypt **** and how it did not.  **
 * The specifics of the game would focus on students completing a quest to reach the highest levels of a social pyramid. This is done buy successfully gathering pieces of the key to the next level which is gathered by answering questions correctly. The game would take approximately 30-60 minutes to complete based on the success of answering questions. **

The Scope
||
 * The game will be fairly broad in terms of content for the quiz questions but will be limited in size/space to inside a pyramid. The game will take approximately 30 – 60 minutes to complete. The content is related to Ancient **** Egypt **** including general history, geography, artificial wonders, science and technology, writing/hieroglyphics, military/government, religion, and pharaohs. This is a mixture of adventure and quiz game formats with students answering questions to complete adventures. The following components of both formats are listed below. Each stage or level includes with it slides of information related to the specific social class so students learn about the various social levels. The final question for each round relates to the information learned from the level and the specific social class. **
 * **// Quiz Format //** || **// Adventure Format //** ||
 * * ** 20 questions per level **
 * ** 7 total levels **
 * ** Questions range in difficulty from easy to hard **
 * ** Questions gain in difficulty as quest moves forward for each level **
 * ** Questions are multiple choice or true/false **
 * ** Questions are grouped/categorized according to level on the social pyramid. **
 * ** 1 final question, essay that is submitted to instructor via blog/email ** || * ** Each level gradually changes in size as students move up the social pyramid. **
 * ** I.E.: Level 1 (11 rooms), Level 2 (9 rooms) and so on **
 * ** Each level is conquered when students gain access to a key **
 * ** Portions of the key are collected by answering questions correctly **
 * ** Rooms may hold surprise questions which can help or hurt a player **
 * ** Each level will offer one total key. **
 * ** Students may move up or down a level on the social pyramid. **

Object of the Game

 * The objective of the game is to successfully move up the social pyramid from the bottom level to the top level by answering questions related to the topic of Ancient **** Egypt **** and learn more about the social classes that make up the social pyramid.

**

Competing Products

 * When reviewing the content of the game and the available games, there were many that related to the topic of Ancient **** Egypt **** and the idea of teaching students by using quiz questions. The ones that I most noticed a similarity are listed below. **
 * ** Brikshooter **** Egypt **** : the students solve puzzles to fix the pyramids with a focus on the use of hieroglyphics. The similarity resides in its question format and the topic. It is probably a stronger game because it focuses on one area or topic rather than comprehensive one. **
 * ** Pharaoh Demo: This game allows students to create and build their own city along the **** Nile ** ** River **** . The students get the opportunity to build and create a civilization that is similar to those used by the Ancient Egyptians. The game is very comprehensive in terms of civilization building and offers a lot more than my game. Both will deal with the social pyramids but I believe mine will have more specific information and facts. The demo also is more of a simulation rather than an adventure or question game. **
 * ** Hieroglyph Library 0.4: This has students learn to use the Egyptian language. The game offers similarity to mine in terms of content and related topic. This game however does not extend to all topics or content areas related to Ancient **** Egypt **** .  **
 * ** Decisions, Decisions: Ancient Empires: A role playing game where students are able to create and defend an empire threatened by other civilizations on the rise. Similar in terms of topic and co0nent but more role playing simulation than quiz questions. **
 * ** Chefren’s Pyramid: Player is lost within a pyramid and must escape by solving math related challenges. This game is similar to my proposed idea in that students will engage in a pyramid style environment but minis not related to math. **
 * ** Jeopardy: This is similar to my game and partially where I received some of my inspiration. I do this game in class and would like to create game that sues the same style question and answer from students but at an individual level and with feedback. **

Design Details

 * In creating this game, my primary goal is to make it fun and entertaining for all students that engage in it. I want an experience that is comical and entertaining. The primary audience is sixth grade students that are still elementary based and enjoy cartoonist game systems. This can be seen with the overwhelming enjoyment received from sites such as Club Penguin. **
 * That being said, I also want to make it a learning experience that is based on information and assessment of answers. The goal is for students to answer questions and learn new information as they progress through a skeletal social pyramid. The breakdown of questions and informational slides is important because this is primarily a learning game for students and a chance to work on memorization and application of acquired knowledge. **

Universal Elements
** ** The sounds utilized will be simple and fairly easy to recognize. Samples are listed below.  ·  [|walklikeanegyptian.mid] (opening music sound clip)   ·  [|backonelevel.wav]  ·  [|correctanswer1.wav]  ·  ** [|correctanswer2.wav] ** **  ·   ** [|correctanswer3.wav]   **  ·   ** [|wronganswer1.au]
 * Since my game is not entirely a quiz/question or adventure format, it will utilize select elements of both. The overall aesthetics of the game are going to favor a cartoon style with bright and vivid colors. The goal is to make it catchy while also retaining the kid sensible idea of simplistic graphics that do not avert too much attention form the process of learning. The graphics will also be fairly easy and simple because the focus of student attention needs to remain on the acquisition of knowledge and answering of questions. Sample shots of slides are linked below, as well as the opening screen shot. **
 * ** Opening Screen **
 * ** Sample screen image 1 **
 * ** Sample screen image 2 **
 * ** Sample screen image 3 **
 * ** Sample screen image 4 **
 * ** Sample screen image 4  **
 * ** Sample screen image 4  **
 * ** Sample screen image 5  **
 * ** Sample screen image 6  **
 * ** Sample screen image 7  **
 * Sample question screen 1
 * ** Sample question screen 2 **
 * ** Sample question screen 3 **
 * ** Sample informational screen 1 **
 * ** Sample informational screen 2 **
 * ** Sample informational screen 3 **
 * Opening screen
 * Opening screen
 * One level up screen
 *  ·   ** [|wronganswer2.au]
 *  ·   ** [|wronganswer3.au]

Adventure Game Specifics
  ·  ** Overall map link for social pyramid. **  ·  ** [|maps.doc] **  ·  ** profiles of character types **
 * The overall map is actually two fold. The entire game takes place within a pyramid from which students begin to climb the ladder to move up the social pyramid. The students only see this screen if they are moving up or down a class on the social pyramid. This screen is not interactive but only shows the current level **
 * The secondary maps are based at each level and are made up of various shapes and potential moves. Students choose which room to love into. Once they enter the room, they are given a screen shot of information relating to their current social class level. Students read the information and then are given a quiz question or another surprise question/consequence/reward slide to review. If they answer the question correct, they receive the reward and move forward. Rewards include small tributes that are Egyptian related such as a sinnot, a scimitar, a pharaoh’s wig, etc. If they answer incorrectly, they are forced to go back one room and renter the room. **
 * The role played by the student changes as they progress through the game. They begin as slave and slowly must work their way up the social pyramid (all the while learning facts about the various social classes) until they become pharaoh and rule all of Ancient Egypt. This is the overall game goal. **
 * The primary obstacles challenging a student are the questions themselves which, if answered incorrectly, force the student back on room. If they miss three questions in any given level, they go back a complete level. Likewise, occasional rooms during the journey included bonus questions which offer rewards such key pieces or consequences such as go back one level if the students miss the question. The map included in the above category demonstrates all the prizes available and their location within the game environment. The scoring system is related to the students’ ability to gain pieces of the key that allow them to move forward to the next level. There would be no other scoring system since it would add nothing to the game or to the students understanding of the topic.  **

QUESTION/QUIZ FORMAT
 ·  ** [|samplequestionswithineachcategorysho.doc] **
 * The categorization scheme used for the questions in the quiz game format is multi-stepped. The game consists of seven different levels along the social pyramid. Each level has a specific topic to which it asks questions. Each level also includes informational slides that are related to the specific social class that it describes. The questions are broken down into multiple choice answers. They are also divided into levels of difficulty which are shown on the above map from easy to hard. Below is a table demonstrating **
 * ** Level and Social Ranking ** || ** Subject matter for Questions ** ||
 * ** Slave level one ** || ** General History ** ||
 * ** Farmer level two ** || ** Geography ** ||
 * ** Artisan level three ** || ** Science ** ||
 * ** Merchant level four ** || ** Religion ** ||
 * ** Scribe level five ** || ** Writing/Hieroglyphics ** ||
 * ** Soldier/government official level six ** || ** Government/Military ** ||
 * ** Pharaoh level seven ** || ** Pharaoh ** ||
 * ** [|informational_slides.doc] **
 * The software that would work best for this particular simulation includes specific software needed to author the game. The game could be utilized using any platform although e-adventure platform seems to work the best during preliminary sound formats would MPEG and were all free samples gathered from the web. I would also utilize Microsoft PowerPoint as means to introduce slides and convert them into images. **

Motivational Issues

 * As stated in the course, engagement is a primary concern when crafting the elements of a game, be it interpersonal, board or web based. The goal for me was to make a game that would reinforce the facts and ideas I was teaching the students while also encouraging a fun element that would remain novel while introducing new material. Primarily, I began the process envisioning a simulation but quickly realized that such a simulation would not accurately depict the life in ancient **** Egypt **** where social class was rarely broken and few if any ever moved beyond the class they were born into. Recognizing this, I elected to work on a game that would challenge students with questions regarding related material while also introducing new terminology and factual claims about the social makeup of the Ancient Egyptians. **
 * The engagement I focused on was by using the game to introduce not only challenging questions but also to craft informational slides that added to student knowledge. Rather than work through a boring lecture, students would instead interact with the game and slwly unover additional information. The factors that most associated with this game are challenge and curiosity. Students are challenged to use their acquired knowledge of ancient **** Egypt **** to move up the social pyramids by answering questions related to **

Design Process

 * In working through the design process, I found myself struggling to really decide between a quiz game and an adventure game. I decided ultimately to meld the two with a focus more so on the quiz questions that came to them although I must admit I’m not ultimately sure how I can turn this into a sequences game. Right now, it feels like two separate entities that are not really linked at all. I think my ideas got too big for me and I failed to really craft a complete game. My best bet would be to scrap the entire plan and start over with one focal point, probably a quiz question game that utilized a platform like Roblox. Unfortunately I was too far along in the design process and elected to keep pushing through. Besides, I imagine I have learned more from the failure to craft a whole game than I probably would have quitting and trying something much smaller. I suppose you shoot for the stars and fail but at least you got to touch pouter space. **
 * My ideas started out quite large as an expansive role playing game that would encompass all of ancient Egypt but that quickly felt to cumbersome to really get exact. Without a group to really work with, I had to try and limit the scope of my work. Ultimately my first thoughts were too grand so I tried to settle.  **
 * Feedback came from fellow coworkers and the AT and ET located at my school complex in **** Japan **** . I was unable to attend any of the online sessions and thus decided to utilize resources around me to complete the game process. They were the first to advise me to try and limit the scope of what I was attempting to do. They were absolutely correct. They also helped me try and solve the issue of accessing many of the sites I wanted to test for a platform. Since I cannot use a DOD computer for such operations I had to use my own system at home which es a Japanese service provider. Almost every site came up as either scripted in Kanji or a broken link. This was remedied by finding a friend that spoke and wrote fluently to identify which areas to enter to switch the language of the program. Once there, I began to try and find the right platform to use. **
 * Background information was easy to come by since I have had the opportunity to teach the ancient civilization units in previous years. I was able to easily identify information and what relevant topics I wanted to cover for my quiz questions. This also included the use of outside reading materials that were age appropriate and also appropriate for school usage. Similar games were uncovered using the links provided within the class wiki. The games I searched were primarily Egyptian based with topics that related specifically to Ancient Civilizations or that shared common themes with what I was pursuing. **
 * The fleshed out version of my game barely made the light of day. It is very rudimentary and did not meet my needs at all, or at least the needs set forth within my initial e-game analysis. The fleshed out game was only screen shots and slides crafted using various programs but the common link holding them together or at least sharing them in a manner that was consistent was missing. It is still missing as I search to figure out a way to emerge the game types. I know it is possible, but I’ve been unable to make it compatible. **
 * When seeking feedback for the fleshed out portion I turned to my grade levels coworkers, all of which are Educational technology certified via DODEA. They helped me recognize fairly quickly that there were significant loopholes and that the game platform I had chosen would not necessarily be compatible for everything I was looking for. They also counseled me on using platforms I was familiar with rather than jumping into something different. With joint discussions we elected to try for a building game related to the Ancient Pyramids next year on the Roblox platform for students. At the very least, my inability to get //Stuck in a Social Pyramid// off the ground has encouraged out grade level team to seek out new avenues using technology. A small benefit, I suppose. **
 * There are too many lessons that I have picked up already from this project. They range from simple design issues to notions of how I need to approach future projects in term of collaboration and planning. One significant lesson I have picked up is to really attack platforms early in the design process rather than wait to see which one would fit my idea. I reversed this and instead developed the idea before trying to find a platform that would support the idea. By switching this, I can tailor make my game so that it tastes early success on the platform. Likewise, I would focus on one game element rather than trying to merge formats, especially at the novice stage I am currently at. The previous notion proved exceedingly difficult and too much for me to overcome. I often found myself fighting the platform format to no avail. **
 * I think ultimately I thought too grand and ended up falling well short of my goals. My focus should be on baby steps before assuming such a cumbersome project as the one I initially sketched out in my e-game analysis. Finally, a lasting lesson is the value of collaboration and peer feedback. The fact that I was unable to really attend sessions hurt me in the long run. Viewing the videos secondhand did little for me in terms of asking questions. Instead I waited and tried to work it out on my own which was the worst decision I made through the whole project. I did however uncover the power of peer feedback by taking the project and my frustrations to my grade level team where we sat down and tried to piece it together. This was an incredibly powerful piece from which a great deal of good came out. I was unable to fully finish my project, at least to the level I would have preferred or even the one I envisioned at the beginning of the project. **
 * Despite all of this, I think this was probably my biggest failure in the program up to date but also my greatest learning experience. The program has been, up to this point, manageable with much of the tasks despite my isolation and removed distance from everyone else. I may have failed but I learned so much in the process. I figured out methods for approaching problems and for increasing my understanding via feedback. I am thankful for that. **

Books & Journals
 ·  ** Koster, R. (2005). [|A theory of fun]. **** Scottsdale ****, **** AZ **** : Paraglyph Press. **  ·  ** MSN PowerPoint FAQ Pocket Guide ** <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold;"> ·  ** World: Adventures in Time and Space, McGraw Hill ** <span style="font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold;"> ·

Electronic
<span style="font-size: 10pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-bidi-font-size: 12.0pt;">   ** <span style="border-top-width: 1pt; padding-right: 0in; padding-left: 0in; border-left-width: 1pt; border-left-color: windowtext; border-bottom-width: 1pt; border-bottom-color: windowtext; padding-bottom: 0in; color: #003366; border-top-color: windowtext; padding-top: 0in; border-right-width: 1pt; border-right-color: windowtext; mso-border-alt: none windowtext 0in;">http://e-adventure.e-ucm.es/index.php  ** <span style="font-size: 10pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-bidi-font-size: 12.0pt;">   ** [|www.playcrafter.com] <span style="border-top-width: 1pt; padding-right: 0in; padding-left: 0in; border-left-width: 1pt; border-left-color: windowtext; border-bottom-width: 1pt; border-bottom-color: windowtext; padding-bottom: 0in; color: #003366; border-top-color: windowtext; padding-top: 0in; border-right-width: 1pt; border-right-color: windowtext; mso-border-alt: none windowtext 0in;">http://caps.fool.com/ <span style="border-top-width: 1pt; padding-right: 0in; padding-left: 0in; border-left-width: 1pt; border-left-color: windowtext; border-bottom-width: 1pt; border-bottom-color: windowtext; padding-bottom: 0in; color: #003366; border-top-color: windowtext; padding-top: 0in; border-right-width: 1pt; border-right-color: windowtext; mso-border-alt: none windowtext 0in;">http://www.updown.com/ <span style="border-top-width: 1pt; padding-right: 0in; padding-left: 0in; border-left-width: 1pt; border-left-color: windowtext; border-bottom-width: 1pt; border-bottom-color: windowtext; padding-bottom: 0in; color: #003366; border-top-color: windowtext; padding-top: 0in; border-right-width: 1pt; border-right-color: windowtext; mso-border-alt: none windowtext 0in;">http://education.mit.edu/drupal/starlogo-tng <span style="border-top-width: 1pt; padding-right: 0in; padding-left: 0in; border-left-width: 1pt; border-left-color: windowtext; border-bottom-width: 1pt; border-bottom-color: windowtext; padding-bottom: 0in; color: #003366; border-top-color: windowtext; padding-top: 0in; border-right-width: 1pt; border-right-color: windowtext; mso-border-alt: none windowtext 0in;">http://simgua.com/ <span style="border-top-width: 1pt; padding-right: 0in; padding-left: 0in; border-left-width: 1pt; border-left-color: windowtext; border-bottom-width: 1pt; border-bottom-color: windowtext; padding-bottom: 0in; color: #003366; border-top-color: windowtext; padding-top: 0in; border-right-width: 1pt; border-right-color: windowtext; mso-border-alt: none windowtext 0in;">[|http://www.unity3d.com] <span style="border-top-width: 1pt; padding-right: 0in; padding-left: 0in; border-left-width: 1pt; border-left-color: windowtext; border-bottom-width: 1pt; border-bottom-color: windowtext; padding-bottom: 0in; color: #003366; border-top-color: windowtext; padding-top: 0in; border-right-width: 1pt; border-right-color: windowtext; mso-border-alt: none windowtext 0in;">http://www.roblox.com/  **